Preparation for international service-learning: Evaluating pre-trip cultural training Amanda Sturgill, Associate Professor, Elon University [asturgill@elon.edu]
Phillip Motley, Assistant Professor, Elon University [pmotley@elon.edu]
Keywords: Cultural immersion, international service-learning, preparation
Conference track: Global community engagement and comparative studies
Format: Poster presentation
Summary
As students prepare to enter service-learning experiences, good practice includes preparing the students for entering the service-learning site (Douglas, 2008). This is true when the community partner is accessible and well-known, but it can be challenging when the partner is a world away (Urraca et. al, 2009). International service-learning has many affordances, and an important one is immersion (Sturgill et. al, 2011). One lesson from work in another form of experiential education, study abroad, is that cultural preparation is a key to a successful immersive experience (Bennett & Bennett, 2004).
This paper presents the results of a case study of the efficacy of several types of cultural preparation activities for students who subsequently participated in a service-learning project overseas. Research questions included understanding what is the role of preparation in students’ ability to (1) adapt to the environment, (2) conduct quality service, and (3) create a high-quality product?
Beginning three months prior to the trip, students were expected to engage in a variety of preparation activities. Students completed questionnaires at three times and kept reflection journals. Instructors kept daily memos and records of their experiences as well. Finally, three focus groups were held. All data were all transcribed and used for qualitative analysis with the constant comparison technique.
There was evidence of the cultural training in students’ approaches to the situations and issues generated by the immersive environment. Faculty had been leading these kinds of trips for several years, and they noted that the period of adjustment to seeing issues from the community partner’s point of view was shorter and less difficult that it had been in previous years. Analyses revealed that students did not value the cultural preparation activities to the level that the instructors hoped. However, observations of the students both on-site and at home suggested that the cultural preparation was used both in planning the service on site and in processing the learning that came from the service.
References
Bennett, J., & Bennett, M. (Eds.). (2004). Handbook of intercultural training (3rd ed.). Thousand Oaks, CA: SAGE.
Douglas, H. (2008). Preparation for contact: An aid to effective social work intervention. Social Work Education, 27(4), 380–389.
Sturgill, A., Motley, P., & Nam, S. (2011, August). International service-learning as a mechanism for building skills in mass communication: Enhancing ability through authentic experiences. Paper presented at the Association for Education in Journalism and Mass Communication annual meeting, St. Louis, MO.
Urraca, B., Ledoux, M., & Harris, J. (2009). Beyond the comfort zone: Lessons of intercultural service. Clearing House, 82(6), 281–289. To access materials from this session please click on the file link(s) below:
Amanda Sturgill, Associate Professor, Elon University [asturgill@elon.edu]
Phillip Motley, Assistant Professor, Elon University [pmotley@elon.edu]
Keywords: Cultural immersion, international service-learning, preparation
Conference track: Global community engagement and comparative studies
Format: Poster presentation
Summary
As students prepare to enter service-learning experiences, good practice includes preparing the students for entering the service-learning site (Douglas, 2008). This is true when the community partner is accessible and well-known, but it can be challenging when the partner is a world away (Urraca et. al, 2009). International service-learning has many affordances, and an important one is immersion (Sturgill et. al, 2011). One lesson from work in another form of experiential education, study abroad, is that cultural preparation is a key to a successful immersive experience (Bennett & Bennett, 2004).
This paper presents the results of a case study of the efficacy of several types of cultural preparation activities for students who subsequently participated in a service-learning project overseas. Research questions included understanding what is the role of preparation in students’ ability to (1) adapt to the environment, (2) conduct quality service, and (3) create a high-quality product?
Beginning three months prior to the trip, students were expected to engage in a variety of preparation activities. Students completed questionnaires at three times and kept reflection journals. Instructors kept daily memos and records of their experiences as well. Finally, three focus groups were held. All data were all transcribed and used for qualitative analysis with the constant comparison technique.
There was evidence of the cultural training in students’ approaches to the situations and issues generated by the immersive environment. Faculty had been leading these kinds of trips for several years, and they noted that the period of adjustment to seeing issues from the community partner’s point of view was shorter and less difficult that it had been in previous years. Analyses revealed that students did not value the cultural preparation activities to the level that the instructors hoped. However, observations of the students both on-site and at home suggested that the cultural preparation was used both in planning the service on site and in processing the learning that came from the service.
References
Bennett, J., & Bennett, M. (Eds.). (2004). Handbook of intercultural training (3rd ed.). Thousand Oaks, CA: SAGE.
Douglas, H. (2008). Preparation for contact: An aid to effective social work intervention. Social Work Education, 27(4), 380–389.
Sturgill, A., Motley, P., & Nam, S. (2011, August). International service-learning as a mechanism for building skills in mass communication: Enhancing ability through authentic experiences. Paper presented at the Association for Education in Journalism and Mass Communication annual meeting, St. Louis, MO.
Urraca, B., Ledoux, M., & Harris, J. (2009). Beyond the comfort zone: Lessons of intercultural service. Clearing House, 82(6), 281–289.
To access materials from this session please click on the file link(s) below: